Fian Rifqi Irsalina, Riski Amelia, Andi Suhandi, Firmanul Catur Wibowo

The Profile of Alternative Electrical Energy Literacy (AEEL) among High School Students in West Java and East Java

Introduction

The profile of alternative electrical energy literacy (aeel) among high school students in west java and east java. Explore alternative electrical energy literacy (AEEL) among high school students in West & East Java. Cognitive skills are low, but affective/behavioral are high. Findings aid curriculum development for renewable energy education.

Abstract

This study aims to describe the profile of alternative electrical energy literacy (AEEL) among West Java and East Java high school students, covering cognitive, affective, and behavioral aspects. The research procedure employed a descriptive survey method with a random sample of 237 students, consisting of 130 students from East Java and 107 students from West Java. The instruments used included a knowledge test and a questionnaire on attitudes and behaviors related to alternative electricity energy. The results show that students' affective and behavioral abilities are above average, while their cognitive skills remain below average, with significant differences between the two provinces. Students in West Java understand alternative electricity energy concepts better than students in East Java. Based on these findings, this study is a foundation for schools and policymakers to develop a curriculum focused on alternative electrical energy literacy, aiming to enhance students' understanding of renewable energy sources and prepare the younger generation to face future energy challenges.

Review

This study provides a timely and relevant examination of Alternative Electrical Energy Literacy (AEEL) among high school students in West Java and East Java, a critical area given the global push towards sustainable energy. Utilizing a descriptive survey method with a random sample of 237 students, the research aimed to profile AEEL across cognitive, affective, and behavioral dimensions using knowledge tests and questionnaires. The key findings indicate that while students generally exhibit above-average affective and behavioral abilities related to alternative electricity energy, their cognitive understanding remains below average, signaling a significant educational gap. A particularly noteworthy finding is the significant difference in cognitive skills between the two provinces, with West Java students demonstrating a better grasp of alternative electricity energy concepts than their East Java counterparts. This provincial disparity warrants further investigation to uncover the underlying factors contributing to these differences, which could range from curriculum design and teacher training to regional awareness campaigns. While the positive affective and behavioral aspects are encouraging, the persistent below-average cognitive performance underscores a fundamental challenge in educational delivery regarding renewable energy. Greater detail on the specific sub-domains of cognitive knowledge assessed, and examples of the behavioral and affective indicators, would enhance the clarity and robustness of these findings. Overall, this research serves as a valuable baseline for understanding AEEL among Indonesian high school students. The clear identification of a cognitive deficit, alongside more positive affective and behavioral orientations, provides actionable insights for educational stakeholders. The authors rightly emphasize the study's role as a foundation for schools and policymakers to develop targeted curricula and educational strategies. This is crucial for enhancing students' comprehensive understanding of renewable energy sources and adequately preparing the younger generation to effectively address future energy challenges, thereby contributing to a more sustainable future.

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